Mental Health Literacy im Jugendalter: Beiträge zur empirischen Diskussion über die Evidenzbasis von Interventionsstrategien
Fretian A (2024)
Bielefeld: Universität Bielefeld.
Bielefelder E-Dissertation | Deutsch
Download
Fretian_Dissertation_MHL_upload.pdf
810.88 KB
Autor*in
Gutachter*in / Betreuer*in
Abstract / Bemerkung
This cumulative dissertation is dedicated to a differentiated analysis of the evidence base of interventions that promote Mental Health Literacy (MHL) in childhood and adolescence. The current state of research in this area is presented in four publications and the present overarching framework. The research interest in MHL promotion derives mainly from it being one of the factors for strengthening mental health. The preventative potential of MHL plays a central role in childhood and adolescence. Although across the life course, young age is characterized with a good health status, it is also a vulnerable time for the development and consolidation of mental health problems. Thus, early intervention measures are essential for healthy development over the life course.
The overarching goal of this dissertation is to describe and develop the basis of intervention research that fosters MHL in children and adolescents based on a critical examination of definitions and understandings of MHL. Building on the conceptual part in which the constituting dimensions of the MHL concept are described, a detailed examination of the effectiveness as well as the implementation modalities and contexts of MHL interventions are showcased. The key findings from the publications included in the dissertation can thus be divided into an analytical section (publication 1 and 2) and an empirical section (publications 3 and 4).
A key conclusion of the analytical process is that MHL promotion is particularly relevant in adolescence and should take place in settings where young people live and grow up. The school setting has proved to be a frequently used access point. Beyond the results of the individual publications, the potentials and the limitations of MHL promotion and further school-based health promotions are critically examined. Additionally, the publication findings point towards limitations in the conceptualization of MHL. It can be assumed that the lack of a theoretical foundation or the absence of an MHL model has a negative impact on intervention research. Describing the interaction and interrelationships of the constituting dimensions of MHL, informed by theoretically sound assumptions represents a central desideratum for further research.
The results of the empirical section show initial positive long-term effects of MHL interventions in terms of knowledge and different types of stigma. Variations in the effectiveness can be observed based on the type of intervention. While these findings derive from internationally applied MHL interventions, another publication in this
iv
dissertation shows how an MHL intervention can be successfully adapted and translated for the German school context. The evaluation of the adapted MHL intervention shows that various areas of mental health knowledge and the confidence to ask for help in the event of a mental health problem can be significantly improved.
A focused classification of the findings of the publications is provided, particularly in the overarching framework by contrasting them with current research results as well as putting the relevance of MHL promotion in the broader context of the framework of the social determinants of mental health.
Jahr
2024
Seite(n)
59
Urheberrecht / Lizenzen
Page URI
https://pub.uni-bielefeld.de/record/2993211
Zitieren
Fretian A. Mental Health Literacy im Jugendalter: Beiträge zur empirischen Diskussion über die Evidenzbasis von Interventionsstrategien. Bielefeld: Universität Bielefeld; 2024.
Fretian, A. (2024). Mental Health Literacy im Jugendalter: Beiträge zur empirischen Diskussion über die Evidenzbasis von Interventionsstrategien. Bielefeld: Universität Bielefeld. https://doi.org/10.4119/unibi/2993211
Fretian, Alexandra. 2024. Mental Health Literacy im Jugendalter: Beiträge zur empirischen Diskussion über die Evidenzbasis von Interventionsstrategien. Bielefeld: Universität Bielefeld.
Fretian, A. (2024). Mental Health Literacy im Jugendalter: Beiträge zur empirischen Diskussion über die Evidenzbasis von Interventionsstrategien. Bielefeld: Universität Bielefeld.
Fretian, A., 2024. Mental Health Literacy im Jugendalter: Beiträge zur empirischen Diskussion über die Evidenzbasis von Interventionsstrategien, Bielefeld: Universität Bielefeld.
A. Fretian, Mental Health Literacy im Jugendalter: Beiträge zur empirischen Diskussion über die Evidenzbasis von Interventionsstrategien, Bielefeld: Universität Bielefeld, 2024.
Fretian, A.: Mental Health Literacy im Jugendalter: Beiträge zur empirischen Diskussion über die Evidenzbasis von Interventionsstrategien. Universität Bielefeld, Bielefeld (2024).
Fretian, Alexandra. Mental Health Literacy im Jugendalter: Beiträge zur empirischen Diskussion über die Evidenzbasis von Interventionsstrategien. Bielefeld: Universität Bielefeld, 2024.
Alle Dateien verfügbar unter der/den folgenden Lizenz(en):
Creative Commons Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International (CC BY-NC-ND 4.0):
Volltext(e)
Name
Fretian_Dissertation_MHL_upload.pdf
810.88 KB
Access Level
Open Access
Zuletzt Hochgeladen
2024-10-02T17:42:00Z
MD5 Prüfsumme
2314f1e7d07366847cc54dfa4cf240da
Material in PUB:
Teil dieser Dissertation
Mental Health Literacy bei Kindern und Jugendlichen – Potenziale für die Förderung psychischer Gesundheit
Fretian A, Graf P, Bollweg TM, Bauer U (2019)
In: DAK Kinder- und Jugendreport 2019. Gesundheitsversorgung von Kindern und Jugendlichen in Deutschland Schwerpunkt: Ängste und Depressionen bei Schulkindern. Greiner W, Batram M, Witte J (Eds); Beiträge zur Gesundheitsökonomie und Versorgungsforschung, 31. Heidelberg: medhochzwei Verlag GmbH: 192-208.
Fretian A, Graf P, Bollweg TM, Bauer U (2019)
In: DAK Kinder- und Jugendreport 2019. Gesundheitsversorgung von Kindern und Jugendlichen in Deutschland Schwerpunkt: Ängste und Depressionen bei Schulkindern. Greiner W, Batram M, Witte J (Eds); Beiträge zur Gesundheitsökonomie und Versorgungsforschung, 31. Heidelberg: medhochzwei Verlag GmbH: 192-208.
Teil dieser Dissertation
Mental Health Literacy bei jungen Menschen: Konzept und Interventionen
Fretian A, Kirchhoff S (2020)
In: Gesundheitskompetenz. Rathmann K, Dadaczynski K, Okan O, Messer M (Eds); Springer Reference Pflege – Therapie – Gesundheit. Berlin, Heidelberg: Springer: 1-9.
Fretian A, Kirchhoff S (2020)
In: Gesundheitskompetenz. Rathmann K, Dadaczynski K, Okan O, Messer M (Eds); Springer Reference Pflege – Therapie – Gesundheit. Berlin, Heidelberg: Springer: 1-9.
Teil dieser Dissertation
The Long-Term Effectiveness of Interventions Addressing Mental Health Literacy and Stigma of Mental Illness in Children and Adolescents: Systematic Review and Meta-Analysis
Fretian A, Graf P, Kirchhoff S, Glinphratum G, Bollweg TM, Sauzet O, Bauer U (2021)
International Journal of Public Health 66: 1604072.
Fretian A, Graf P, Kirchhoff S, Glinphratum G, Bollweg TM, Sauzet O, Bauer U (2021)
International Journal of Public Health 66: 1604072.
Teil dieser Dissertation
The effects of an adapted mental health literacy curriculum for secondary school students in Germany on mental health knowledge and help-seeking efficacy: results of a quasi-experimental pre-post evaluation study
Fretian A, Kirchhoff S, Bauer U, Okan O (2023)
Frontiers in Public Health 11: 1219925.
Fretian A, Kirchhoff S, Bauer U, Okan O (2023)
Frontiers in Public Health 11: 1219925.